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Seidel School of Education and Professional StudiesProfessional Education UnitConceptual Framework2013Salisbury University conceptual framework 1Revised 2/27/2013
IntroductionThe key to quality education is outstanding instruction by highly proficient and effectiveteachers. The last two decades have produced numerous research studies that link teachereffectiveness to student learning and achievement (Darling-Hammond, 2008; Gage, 1985; Goe, Bell &Little, 2008; Brophy & Good, 1996; Sanders, 1998; Wright, Horn and Sanders, 1997; Mendro, 1998).Moreover, it is becoming increasingly clear that teacher quality or lack thereof, impacts students foryears to come long after their direct contact with an individual teacher (Sanders, 1998; Mendro, 1998).Fundamental to teacher preparation at Salisbury University is the understanding by both faculty andteacher candidates that above all else, it is the teacher who makes the difference.Through this belief that teachers make a difference, Salisbury University (SU) continues its longand proud tradition of teacher preparation. Since its opening in 1925 as a state normal school, SU hasfocused its educational efforts on producing highly qualified education professionals. Teacher educationprograms have been recognized as setting a standard of excellence. Education programs continue to beamong the most popular majors and tracks on campus. All education programs are committed topreparing “caring, competent and committed” professionals. SU graduates are highly regarded andheavily recruited in the mid-Atlantic region and beyond. Quality candidate preparation has led to an endresult with strong performance of Salisbury graduates nominated as state teacher of the year. In 2011,nine of the 24 counties teachers of the year nominations were graduates from a Salisbury Universityprogram. Further, in the past decade, three members of the SU community have been honored with thestatewide Teacher of the Year title. Two other Salisbury graduates have won the prestigious MilkenEducator Award, sometimes called “the Oscars for teaching.” Yet another has been honored with TheWashington Post’s Distinguished Educational Leadership Award, and USA Today has named one amongthe top teachers in the nation.The Seidel School of Education and Professional Studies, in collaboration with the arts andscience faculty, offer a variety of programs for the initial and advanced preparation of educationprofessionals.Initial licensure programs at the undergraduate level include: Elementary Education Early Childhood Education Early Childhood and Elementary Education Secondary Education with academic majors in science and math from the Henson School,Biology, Chemistry, Earth Science, Mathematics and Physics English French, History, , andSpanish.Salisbury University Conceptual Framework 2
Secondary Education with academic majors in liberal arts from the Fulton School, EnglishFrench, History, and Spanish.K-12 Certification programs with majors in the Seidel School: Health and Physical EducationK-12 Certification programs with majors in liberal arts from the Fulton School; Music, (Vocal andInstrumental), and English as a Second Language (ESOL)Initial licensure programs at the graduate level include: Master of Arts in Teaching (MAT) for secondary and K-12 programs, with University of MarylandEastern Shore M.A. English, Teaching English to Speakers of Other Languages (TESOL) with the Fulton School ofLiberal ArtsAdvanced certification graduate programs include: M. Ed. Education Leadership M. Ed. Reading SpecialistAdvanced non-certification programs M. Ed. in Curriculum and Instruction M.S. in Math Education with the Henson School of Science and TechnologyThe professional education unit is composed of faculty and administrators from the SeidelSchool of Education and Professional Studies, the Fulton School of Liberal Arts and the Henson School ofScience and Technology. The conceptual framework was developed through an iterative process thatinvolved education faculty, arts and sciences faculty, preK-12 school and community college partners,teacher candidates and candidates in graduate programs (including both teachers and schooladministrators), as well as other stakeholders from the business and greater community.The conceptual framework includes the knowledge, skills and dispositions to be acquired andfostered in the professional education programs at Salisbury University. During professionalpreparation, candidates acquire knowledge, develop and practice their skills, and learn to value andappreciate the diverse challenges that face educators today. The goal is to articulate and make explicitwhat are considered to be the essential knowledge, skills and dispositions for candidates. Course syllabi,class instruction, internship requirements and individual program outcomes reflect these efforts. AtSalisbury University, the professional education unit has articulated a conceptual framework that servesas a guide to all education programs and to program policies, procedures and curricula.Development of the Conceptual FrameworkAs part of the process of preparing for the initial NCATE institutional review (1999), wearticulated a conceptual framework for all and aligned it to national standards, best practices and theSalisbury University Conceptual Framework 3
mission of the University. Revisions to the original conceptual framework occurred regularly to reflectlocal and national initiatives. In 2003-2004 the conceptual framework was formally revisited andupdated. Through faculty discussion the unit reached a consensus to add an organizing theme to betterrepresent the work of Salisbury University teacher education graduates. This theme, Caring, Competentand Committed, replaced the original “A Tradition of Caring” was timely in the sense of educationalchange related to the social and political context of schooling based on new research and publications inthe field, The Redesign of Teacher Education Performance Criteria (2001) and No Child Left Behind(NCLB) legislation (2001). In addition, much of the discussion surrounding the revisions to the originalconceptual framework emerged as a result of SU’s expanded collaborative relationships with schools.The 2005 version of the conceptual framework was a result of similar discussion with collaborativepartners and stakeholders as the original 1999 conceptual framework. Discussions began in 2009-2010to review the conceptual framework in light of both local and national changes that had occurred since2005. In 2011, the document was again revisited and revised, in an effort to encompass more recenttrends and changes due to the ever changing context of teacher education in the United States andMaryland. In addition, significant changes had been made to advanced preparation of teachercandidates. Faculty were committed to revising the existing framework with advanced candidates inmind. The revised conceptual framework 2013 retains much of the focus of the original document andretains the values of: Informed and Reflective Practice; Enhanced Student Learning; Scholarship; andCollaboration.Revisions to the 2013 conceptual framework were made through a deliberate process thatbegan in 2009 and continued through the fall of 2012. The major revision to the conceptual frameworkwas to add more specific outcomes and expectations related to SU’s advanced program in Curriculumand Instruction. After intensive conversation regarding advanced preparation of teachers, a full revisionof the Masters of Education in Curriculum Instruction program was accepted in spring, 2010. Based onthat work and a focus of the program from elective tracks to specialty concentration areas based onShulman’s (1987) “Knowledge Base” categories, the conceptual framework was revised to include thosechanges. Further, the value Informed and Reflective Pedagogy was altered to better reflect the beliefsin the unit. Informed and Reflective Pedagogy was reworded to become Informed and ReflectivePractice.Role and Purpose of the Conceptual FrameworkThe philosophy and attributes reflected in the conceptual framework indicate the emphasis thatSalisbury University Conceptual Framework 4
all unit programs place on learning and the learner. The professional education unit continues to valuethe concept of professional preparation that is student centered. Education programs that prepareCaring, Competent, and Committed teachers is a long-established tradition. Education programs aredelivered with an emphasis on candidate preparation leading to his/her ability to actively constructlearning for P-12 students. This value is modeled by faculty and programs through class size and designarrangements that provide for active candidate learning. A well-established climate of caring continuesto serve as the hallmark for what is most characteristic about the preparation of education professionalsat Salisbury University. In addition, sequenced programs of study and field experiences build upon afoundation of content and pedagogical knowledge to prepare students for entry into teaching orcontinued professional development. The unit’s focus on practice in the field is based on a long historyof extraordinary partnerships with schools and practitioners. At SU, candidates complete extensive fieldexperiences culminating in a 100- day final internship in a Professional Development School (PDS) site.Through these experiences, our candidates gain the skills necessary to be successful in meeting thechallenges for teaching in the 21st century. In accord with the Blue Ribbon Panel on Clinical Preparationand Partnerships for Improved Student Learning (2010) recommendations, Salisbury Universitycontinues to prepare candidates in rich extensive clinical experiences. The focus for field and clinicalpractice experiences in Professional Development School sites is a priority. SU candidates through theseexperiences find consistently supportive and productive environments in which to learn their craft. And,SU faculty continue to establish valuable partnerships for collaboration with mentor teachers andcentral office administrators. Through this collaboration, SU continues to help schools fulfill theirmission. Besides ensuring a supply of desirable candidates for employment, the Salisbury Universityfaculty embrace its outreach obligation to assist local schools in meeting the challenge of educating anincreasingly diverse school population. Our regional PDS network is the primary focus of these efforts,with the expectation that initiatives in PDS sites will extend to the benefit of other schools in the regionand beyond. A noteworthy focus of our program is performance-based accountability, leadingcandidates to demonstrate their emerging abilities as professional educators in authentic settings withP-12 student learners.Themes of the Conceptual FrameworkAs a professional learning community, our charge is to serve candidates and local school partners.This mission is grounded in shared professional dispositions and in a tradition of caring that can betraced to the University’s origins as a normal school founded in 1925. Four interdependent themes inSalisbury University Conceptual Framework 5
this tradition provides the foundation for current practice and future growth: Informed and Reflective Practice: We believe in teachers as decision-makers. Through carefulpreparation and a thorough grounding in research and best practices, we support candidatesand collaborative partners who are disposed to question and reflect continuously in the pursuitof sound educational judgments.Enhanced Student Learning: We celebrate human diversity and we are passionately committedto the belief that skilled and caring educators enhance learning and achievement when theyrecognize, appreciate and build on the individual strengths and differences of every learner.Scholarship: We are committed to academic excellence, ongoing scholarly inquiry, and integrity– in our own work, in the efforts of our candidates, and by extension, in the primary mission ofstudent learning in local schools.Collaboration: We believe that the integrated mission of preparing teachers, advancing theknowledge base, supporting teachers’ professional development and improving studentachievement in P-12 schools can best be accomplished through synergistic partnerships. Thesepartnerships must include all stakeholders in the greater educational community.The four themes of the conceptual framework shape the curricula. Professional educationprograms are constructed based on a knowledge base grounded in professional theory and currentresearch applied to education settings (Murray, 1996; Sikula, 1996; Donovan, Bransford & Pelligrino,1999; Bransford, Brown & Cocking, 2000; Darling-Hammond, 2005; Shulman, 1987). Our practice isguided by the belief that a candidate’s acquisition of knowledge, skills and dispositions are central to thepreparation of professional educators (Dill, 1990). The combination of knowledge and skills onceestablished, must be applied to an educational setting to ensure that candidates acquire the skillsnecessary to positively influence student achievement (Resnick, 1987). Further, professionaldispositions that allow candidates to value and support achievement and lifelong learning are criticalcomponents of the educational process and a central consideration of SU teacher education programsand outcomes (Yost, 1997; Darling-Hammond, 2005).KnowledgeEffective educators must possess a meaningful knowledge base (Christensen, 1996; HolmesGroup, 1986; Shulman, 1987) and know subject matter (Buchman, 1984). Consistent with the MarylandHigher Education Commission report (1995), SU candidates must possess content knowledge from anacademic major or minor. An educator’s knowledge base, however, includes not only knowing one’scontent, but also pedagogical knowledge in the context of content and application (Shulman, 1986;Darling-Hammond, 2005). We contend that teaching should be viewed as a complex process whereeducation professionals’ decisions are contingent on students’ needs, students’ developmental level,and instructional goals. Effective educators guide student learning and continually modify and reviseSalisbury University Conceptual Framework 6
learning experiences based on student responses. Responsiveness to student learning requires muchmore than simply implementing a set of strategies (Darling-Hammond & Cobb, 1996). Effective teachersapply pedagogical knowledge that enable them to take into account the multicultural influences,multiple intelligences, and diversity that comprise today’s student body (Darling-Hammond, 2005;Banks, Cochran-Smith, et. al 2005). Accordingly, the conceptual framework addresses the importanceof: knowledge of content grounded in the arts and sciences;pedagogical knowledge including knowledge of learning, behavior, and development;knowledge of diversities;reviewing and analyzing data to inform and instructional decisionsTo support the continual acquisition and updating of knowledge, the conceptual framework emphasizesa lifelong process of scholarly learning and addresses the underlying theme of Competent professionals.SkillsSkills, behaviors, and processes that are used to facilitate student learning and achievement areacquired through practice and experience. Knowing what to teach, when to teach, and how to teach area set of procedures used by education professionals (Grossman, 1990). The development of skills, suchas lesson planning, implementation of instructional strategies, continuous assessment, data drivendecision-making, and classroom management, are essential for effective instruction and speak to theimportance of educational pedagogy and the underlying theme of Competent educators, (DarlingHammond & Grossman, 2005).DispositionsThe attitudes and beliefs that educational professionals apply to practice continue to be avalued attribute for candidates entering the education profession. A moral and professionalcommitment to students and their learning is as important as skills and knowledge. Educationprofessionals must understand learners in a way that allows them to identify different strengths,intelligences and approaches to learning. Today’s professionals must value a lifelong commitment tolearning and reflection in order to meet the needs of the diverse student body. Positive, personalstudent relationships are an important part of a teacher’s responsibilities. Teachers develop ethical andcaring relationships with students to promote academic success (Noddings, 1988; 1992; 2002).Recognizing that educators balance high performance expectations with sensitive awareness of affectiveneeds (Jones, 1996), we have identified expected dispositions within our conceptual framework. Theorganizing themes of Caring and Committed provide the foundation for the specific dispositionsSalisbury University Conceptual Framework 7
identified and assessed in our overall assessment of teacher candidates.The conceptual framework anchors us and insures that curriculum development and programrevisions continue meet our values. Yet, while it keeps us true to our mission, it must also evolve inresponse to a wide range of factors that impact us, including social, political, economic and culturalforces and events. The conceptual framework guides curriculum development and program revision.Changing needs of the profession, national standards for teacher education, standards of professionalassociations, state and community initiatives, and the faculty desire to provide programs that producehigh-quality graduates provide a catalyst for ongoing curriculum review. Careful analysis of existingprograms occurs annually through a myriad of program and unit assessment measures. Although manydifferent emphases are possible for the preparation of educational professionals, the unifying themes ofthe conceptual framework provide direction, coherence, and continuity to programs as well as changesin context.Theoretical Foundations of the Conceptual Framework ThemesThe conceptual framework, developed across four themes includes the knowledge, skills anddispositions promoted throughout the programs. Furthermore, each theme is linked to specificassessable outcomes expected of all program completers. The conceptual framework developed fromdiscussion and analysis of coursework, classroom experiences, content, field experiences, and methodsof evaluation for all programs. The framework emerged from the theory and practice represented incurrent programs, but also was designed to allow for continued development to meet curricular needsfor improvement. Grounded in the national and state standards articulated by the National Board forProfessional Teaching Standards, the Interstate New Teacher Assessment and Support Consortium, theMaryland Professional Development School Standards and the Maryland Teacher Technology Standards,the conceptual framework themes are consistent with national standards as well as practice within theprofessional education unit. The themes also closely tie with the standards and outcomes promoted byprogram area specialty organizations.Informed and Reflective PracticeThe first theme in the conceptual framework is Informed and Reflective Practice. SalisburyUniversity is dedicated to producing teachers who are knowledgeable, informed, and reflective abouteducational issues and practices to ensure continuous professional growth. According to Shulman(1998), teaching is a profession requiring continuous decision making and reflection on one’s ownperformance. The diverse range of learner needs demands that teachers apply professional experiencesSalisbury University Conceptual Framework 8
and knowledge to reflect and modify instructional practice. At Salisbury University this occurs in acollaborative environment involving candidates, their peers, faculty, mentors, supervisors, and thelarger community in various partnership settings.Salisbury University teacher education initial and advanced programs base decisions onprofessional and ethical judgment. As a result candidates: Critically examine teaching practice to make informed decisions which positively impact studentlearningApply pedagogical theory, continuous reflection, and assessment to enhance instruction fordiverse populations in various educational settings including high poverty schoolsReflect on culturally relevant and globally informed pedagogyUtilize technology to foster critical thinking, inquiry, teaching, collaboration, and communicationto enhance learning for all studentsPresent content in clear and meaningful waysApply professional knowledge, research, information, and data to instructional decision makingMaintain professional practice for teacher retentionUse technology to develop digital citizenshipAdditionally teacher education candidates in advanced programs: Develop skills and dispositions to provide leadership in a variety of professional rolesConduct research to inform practice and professional development for self and othersContinuously deepen content, and pedagogical knowledge to inform practiceKnowing subject matter alone does not guarantee effective teaching (Evertson, Hawley &Zlotnik, 1985). Subject matter must be translated effectively to the learner. We believe that educationalprofessionals should be informed decision-makers who use effective strategies to promote exemplaryteaching practices. Such practices may include careful selection of appropriate learning experiences,clear and enthusiastic presentation of content, effective integration of technology, ongoing assessment,and classroom management skills. Personal attributes such as time management, wellness andresiliency, allow teachers to maintain positive learning environments (Gorrow & Muller, 2008) . Thesecharacteristics of effective educational systems provide a useful framework for teaching a diversestudent body and promoting student achievement Gibbs 2006, Smith, 1983; Brophy & Good, 1986;Rosenshine & Stevens, 1986; Evertson, 1989; Darling-Hammond, Banks, Zumwalt, Gomez, Shervin,Griesdorn & Finn, 2005; Mishra & Koehler, 2006.Educators are decision makers who determine what students will learn and how they will learn.Through initial and advanced programs that enable candidates to learn and practice a variety ofapproaches to decision making, they can respond appropriately to issues which arise in the complexSalisbury University Conceptual Framework 9
organizations of schooling (Estler, 1988; Senge, Cambran-McCabe, Lucas, Smith, Dutton & Kleimer,2000). Educational leaders must possess skills in analyzing organizations, existing contexts, and national,state and local standards. Recognizing decision making as an essential element of teaching, ourprograms provide candidates with the knowledge and experience to become reflective decision makers.Excellence in education is not routine and cannot be scripted. Salisbury University initialprogram candidates learn to observe classroom interactions and reflect on the appropriateness andoutcomes of these interactions. Early pedagogy courses with accompanying field experiences requirecandidates to engage with students and reflect on the instructional practices in classroom settings. Ascandidates progress through the program they are increasingly required to justify what and how theyare teaching. Candidates are strongly encouraged to ask themselves “Why would I employ a particularclassroom procedure or methodology? How will I engage and motivate my students? When is it mostappropriate to do so?” Candidates are required to reflect continuously on teaching events and to assessthe effectiveness of their instruction. A key focus of the required 100-day internship is continuous selfreflection.John Dewey (1938) proposed that reflective teachers should be able to make informed andintelligent decisions about the subject matter they teach. More recently, Schon, 1987; Lujttenberg &Bergen. (2008) and Fazio (2009), stated that teachers must reflect in order to adapt to the differingsituations faced each day. An ability to reflect allows the educator to constantly self-evaluate andimprove practice allowing educators to bridge the gap between everyday experiences and educationaltheory (Sharan & Sharan, 1987). We contend that our candidates should not only be knowledgeable,but that they should be informed decision makers who reflect on their own practice as a form ofcontinuous, formative self-evaluation and professional growth. In addition, we encourage candidates tomake time for reflection and personal growth.Much of informed and reflective practice centers on the concept of metacognition.Metacognition includes knowledge about learning, knowledge of one’s own learning strengths andweaknesses, and the demands of the learning tasks at hand. Metacognition also includes self-regulationand most importantly, the ability to reflect on one’s own performance (Bransford, et al., 2000).Teachers need time and incentives to reflect on their practice, as well as opportunities to use that timeto learn about new research and curricula (Donovan, Bransford & Pelligrino, 1999; Van Sluys, 2007).At Salisbury University, the concept of informed and reflective practice is woven throughout thefabric of the program; from the first courses in the professional teacher preparation program to the 100Salisbury University Conceptual Framework 10
day internship. Candidates have multiple opportunities to practice selection and delivery of instructionfor a rich variety of teaching situations and to adjust that instruction for varying profiles of students.With class assignments and internship experiences, SU candidates are urged to ask themselves, “Whatam I teaching? Why am I teaching this content or process? How might I teach this? What are mystudents learning? What did I learn about myself based on my teaching? How might I adjust myinstruction?” As Donovan et al. (2003) point out, “To provide a knowledge-centered classroomenvironment, attention must be given to what is taught (information, subject mastery), why it is taught(understanding) and what competence or mastery looks like.” (p.21)Teachers who can think critically about issues of diversity in a global society and who can applythat knowledge to the local context is vital to SU programs (Hill, 2009; Irvine, 2010; Delpitt 2010). AtSalisbury University diverse voices are understood as a source for learning in our efforts to build globallyinformed pedagogy. (Bellefeuille, 2008) We strive to help teachers reflect on creating classrooms thatwill maximize learning for all of the students in their future classrooms. A culturally relevant pedagogyrelies on understanding that “how people are expected to go about learning may differ across cultures.In order to maximize learning opportunities, teachers must gain knowledge of the cultures representedin their classrooms, then translate this knowledge into instructional practice” (Villegas, 1991, p.13).Further, to empower P-12 students candidates must provide effective and relevant pedagogies.Today, the informed use of technology continues to be an vital part of teacher preparation. In his book"The World is Open" Curtis Bonk explains that "technology by itself does not empower learners.Innovative pedagogy is required” (p. 33). At Salisbury University, candidates and faculty use technologyin innovative ways to support instruction and to increase teacher productivity. To prepare our teachercandidates for today's emphasis on assessment, initial candidates, advanced candidates, and faculty usea variety of technologies as tools for accessing information, analyzing information, and applying andsharing information with others. Likewise, new social media tools enable SU candidates to work, learn,and share in online collaborative environments. Several initial and advanced program courses areoffered in hybrid and online format, incorporating Wikis, Blogs, Glogs, VoiceThreads, Vokis, Podcasts,and other collaborative online tools that allow faculty and candidates to become more activeparticipants in the learning environment. Technology use has been shown to be a pedagogical toolwhich increases the development of skills in decision making, observation and analytic thinking(Merseth, 1992). Even with technology, however, decisions of what technology to use, when to use thetechnology, and how to use technology to optimize learning and instruction is part of the everydaySalisbury University Conceptual Framework 11
equation of the informed and reflective practitioner. Educators must consider the role of technologywhen designing instruction (Mishra and Koehler, 2006, Shulman, 2006). Salisbury University candidatesand graduates embrace the role of technology in today’s classrooms by understanding its positiveimpact on acquisition of knowledge, student motivation, self-esteem, collaborative learning, and higherorder thinking skills.University faculty, mentor teachers and teacher candidates all engage in informed and reflectivepractice. Indeed, SU nurtures and celebrates this theme in the conceptual framework. The importanceof Informed and Reflective Practice can be seen not only by the number of scholars who have writtenabout it, but also by the inclusion of knowledge and skills found in local, state and national standards.Enhanced Student LearningA second theme in the conceptual framework is Enhanced Student Learning reflects our firmbelief that recognizing and building on individual differences improves learning. All SU educationprograms incorporate multicultural and global perspectives so that teacher candidates understand andappreciate diversity. Programs are delivered with an emphasis on candidate involvement leading toactive construction of learning and require recognition of the differences inherent in children and youthin our schools: physical, cognitive, socioeconomic,
programs have been recognized as setting a standard of excellence. Education programs continue to be among the most popular majors and tracks on campus. All education programs are committed to preparing "caring, competent and committed" professionals. SU graduates are highly regarded and heavily recruited in the mid-Atlantic region and beyond.
